Social Stratification

1. Social Stratification

2. Stratification Essential Questions EQ1: How does the caste system in India differ from the social class system in the US? EQ2: How do functionalist and conflict theorists differ in their explanation of stratification? EQ3: What causes upward mobility? What causes downward mobility?

3. Stratification Notes Social Stratification: Division of society into categories, ranks, or classes • Found in almost all societies. • Based on distinguishing characteristics including • Ascribedstatus: assigned based on standards that are beyond a person’s control. • ancestry, race, age, physical appearance & gender. • Achieved status: Acquired by an individual based on special skill, knowledge, or ability. • Educational attainment, occupation

4. Notes Divisions based on such characteristics lead to social inequality: unequal sharing of scarce resources & social rewards. ---------------Systems of Stratification---------------- Caste System: scarce resources and social rewards are distributed on the basis of ascribed statuses. A child’s lifelong status (caste) is determined by the status of parents.

5. Indian Caste System Practiced endogamy: marriage within one’s own social category. nobility Laborers & Artisans Harijans

6. Vance Stratification (separate sheet) • Think about the social system/hierarchy at Vance. • Which groups of students are “on top” (popular, influential, benefit from this system) • Which groups fall in the middle? • And which group of people are at the bottom of the system (least “powerful”) • Where do you fall? • Once you’ve thought about it, draw and label social hierarchy of Vance.

7. Create your own caste system (separate sheet) Imagine that American society operated under a caste system. What kind of castes would we have? What would society look like? Create at least 5 castes (give each caste a name!). Draw a hierarchy that illustrates the stratification of society. Then describe the differences in castes: What occupations, opportunities,& resources are available to each caste? *Remember a caste system is not the same as the class system we have in American society!*

8. Research the following (in notebook) • Define: Class System Explain the division between: Explain social class and its 3 elements: Wealth- Power- Prestige-

9. Notes • Class System: distribution of scarce resources & rewards is determined by achieved status. ----------------------According to Marx’s view of the class system: -------------------- • Society divided into 2 basic groups: -Bourgeoisie: owners of the means of production (owners of property, resources) -Proletariat: the workers who sell their labor in exchange for wages • Bourgeoisie get the profits, prolet. does all the work • Only determining feature of class is property ownership.

10. Social Class is a grouping of people with similar levels of wealth, power, & prestige. • Wealth is made up of one’s assets (value of everything a person owns) and income (money from salary, investments) • Power is the ability to control the behavior of others, with or without their consent. • Prestige is the respect, honors, & recognition one receives from other members of society. (derived from income, occupation, family background, area of residence)

11. Social Class Mobility: Myth or Reality? • Wealth Inequality in US: http://youtu.be/QPKKQnijnsM

12. Rewind: Exploring the Caste System in India • Article 15 of the Indian Constitution bans discrimination on the basis of caste • Article 17 abolished the practice of untouchability (discriminating & ostracizing dalits) • Yet caste-based discrimination is still an issue: • Urban Indian women exploring caste in the city vs. village: http://youtu.be/JC3C2voZjrA • Indian News report: Attack against Dalitshttp://youtu.be/jgZNWRjzzHU • Expectations of Dalit women:http://youtu.be/jgZNWRjzzHU

13. Discrimination: Ascribed statuses (Separate sheet of paper – hold onto this!) Caste-based discrimination is based on people’s ascribed status. • Think of instances of discrimination in American society based on ascribed statuses (race, gender, religion, etc.) • Describe at least 2 of these instances (they can be from the news, personal experiences, etc.). Each instance should be based on a different ascribed status (i.e. one regarding race, another involving gender) • Describe the incident. Explain why or how it is discriminatory. How does society react to similar situations? Is is illegal? (Why does it it still happen?) Is it socially acceptable?

14. Prestige Rating You’ve been given a profession. It’s up to you and your peers to decide how prestigious your occupation is. • One by one you’ll be called up front to form a line rating occupations from most prestigious to least. • You decide where on the spectrum you want to stand. • If you have advice for one of your peers, raise your hand, until he or she calls on you.

15. Doctor 86 • Lawyer 75 • Professor 74 • Architect 73 • Physicist 73 • Dentist 72 • Clergy 69 • HS Teacher 66 • Accountant 65 • Athlete 65 • Veterinarian 62 • Pilot 61 • Programmer 61 • Police 60 • Librarian 54 • Firefighter 53 • Electrician 51 • Realtor 49 • Secretary 46 • Bank Teller 43 • Farmer 40 • Carpenter 39 • Clerk 36 • Hairdresser 36 • Baker 35 • Salesperson 30 • Truck Driver 30 • Cashier 29 • Garbage Man 28 • Taxi Driver 28 • Waiter 28 • Bartender 25 • Door-to-door sales 22 • Janitor 22

16. Prestige According to You (continued on your sheet) • Do you agree with the provided list of prestige ratings? How does it compare with the ratings that the class came up with? • List 3 occupations that you believe to be some of the most prestigious. What makes these jobs so prestigious to you? • List 3 occupations that you find to be least prestigious. Explain why. • What occupations do your parents/guardians (or other members of your family) have? How prestigious are those occupations in your opinion? • What occupations would you like to have after high school/college? How prestigious is it? What role does prestige play in you wanting to pursue that career?

17. Class in America http://youtu.be/ynytMj2tamQ • What class is the family in the clip? Explain why you classify them as that class. • Besides income, what are major differences in lifestyles between someone of a lower class (Tammy) and someone of a higher class? • How does Matt (Tammy’ son) try to prove he’s in a different class? What’s Matt’s plan to get into a higher class? • Infer: Why don’t people of different classes socialize more often?

18. Methods of Determining Social Class Sociologists use 3 methods to determine people’s social class. 1. Reputational Method (aka The “Asking People” Method): Individuals in a community are asked to rank other members based on what they know of that person & their lifestyle. Criticism: Only useful for small communities where everyone knows each other. Can’t apply findings to make conclusions about other communities.

19. 2. Subjective Method (aka “You Decide” Method): -Individuals are asked to determine their own social rank. -When only given 3 choices (Upper, Middle, Lower Class), most people choose Middle Class. With more options, the problem is reduced. Criticism: Not scientific; based on a person’s feelings, biases, and self-perception.

20. 3. Objective Method: -Social class is determined by a combination of factors, including income, occupation, and education. -With a statistical basis, this method is the least biased. Criticism: Different combinations & measurements of social factors can produce different results (i.e. in one calculation someone might be Lower Middle Class, but in another he might be Working Class)

21. Different methods lead to different definitions of classes. • Even using the objective method, the definition of middle class can change depending on the formula being used. *Continue on your response sheet: What’s the income range for middle class according to you? Assume this is for a family of four. http://youtu.be/z-SavgJlBLA

22. Hiding the stratification: Brazil http://youtu.be/YgT1D623U9I • http://youtu.be/XqueXdp__xc Separate Sheet of Paper: 1. How does building walls around the favelas in Rio de Janeiro demonstrate stratification in this society? 2. Explain how forced removal of people relates to social stratification. (Think about the social class of those being evicted)

23. Privilege Inventory Read through the statements. Give yourself 1 point, if you agree. Subtract 1 point if the statement doesn’t apply. Keep tally on your response sheet. [-12 (least) to 12 (most)] What does your privilege or lack of privilege say about issues of inequality or discrimination in our society?

24. Privilege Inventory • I can, if I wish, arrange to be in the company of people of my race/ethnicity most of the time. • I can go shopping alone most of the time, pretty well assured that I will not be followed, harassed or bothered. • I can turn on the TV or open a newspaper and see people of my race/ethnicity widely represented. • When I am told about our national heritage or about "civilization", I am shown that people of my race/ethnicity made it what it is.

25. E. I can go into a music shop and expect to find music of my race/ethnicity represented, into a supermarket and find the staple foods that fit with my cultural traditions, into a hairdresser's shop and find someone who can deal with my hair. F. Whether I use credit cards or cash, I can count on my skin color not to work against the appearance of financial reliability. G. I can do well in a challenging situation without being called a credit to my race. H. I am never asked to speak for all the people of my racial group.

26. I. If I ask to talk to "the person in charge" I generally expect to be facing a person of my race. J. If a cop pulls me over, I can be sure I haven't been singled out because of my race. K. I can easily buy posters, postcards, picture books, greeting cards, dolls, toys, and children's magazines featuring people of my race. L. I can be sure that if I need legal or medical help my race will not work against me.

27. Stratification through the Perspectives As a CHART or FOLDABLE, describe how the different perspectives explain stratification Synthesis • How can you combine functionalism and conflict to better explain stratification? • Include Ralf Dahrendorf’s and Gerhard Lenski’s views Functionalism • Explanation of stratification. • Why is society stratified? • What functions does stratification have? • What are the weaknesses of this explanation? Conflict • Explanation • Include views on inequality • Why is society stratified? • Criticisms/ weaknesses

28. Explaining Stratification Functionalism views stratification as a necessary feature of the social structure. • It assumes that certain roles in society must be performed to maintain the system. • Higher rewards for the performance of these roles guarantee they are fulfilled. The more important the role and the more skill needed, the higher the reward. • It argues that without varying rewards, many jobs wouldn’t be filled, and society would not function properly. • Criticisms?

29. Conflict Competition over scarce resources leads to inequality. Society is stratified because of class exploitation: -Upper class (“owners of means of production”) control and use the lower classes (workers) in order to make profits and maintain their power. So, the upper classes maintain the divisions in society to benefit themselves. Criticisms?

30. Synthesis • Neither theory fully explains stratification. • Dahrendorf: Each theory explains a different aspect of stratification (functionalism: why people spend years training to become doctors; conflict: why upper class kids go to elite colleges) • Lenski: Functionalism applies to simple societies; Conflict applies best to more complex societies.

31. “People Like Us” http://www.youtube.com/watch?v=Tf2dScTlvOQ&feature=share&list=PLE277906A65CFBA1F • In which ways do you think you would change if you became as wealthy as the people in the clip? How would your lifestyle change? • Do you agree with the idea that society is like high school? Why? http://youtu.be/0CIeyovogoo 3. How do schools affect students’ opportunities to move up in social class? 4.What are the disadvantages of stratified schools? Are there any advantages? 5. In terms of class, how would you categorize Vance? What kinds of opportunities/resources does Vance have as a result?

32. Class in the United States Create a foldable that explains the 6 classes in American society. Be sure to include the following: • The percentage of of the population in that class. • What kind of wealth or resources each class has. • Describe any power or influence that the class has in US society. • Level of Education • Types of occupations • Describe the type of lifestyle people in each class lead. • Any values or beliefs (political/social) generally associated with each. While this information can be found in book. You may also infer based on your own knowledge & experiences. Copying down a chart is not sufficient.

34. The Bystander Effect Think of your journal response, while watching the clip: • http://youtu.be/OSsPfbup0ac

35. Dressing Your Class Use the blank people cut-outs to portray an individual from each of the 6 social classes in American society. • Draw how each social class would typically dress (you can include accessories, jewelry, shoes, ipod, smart phone, etc.) • On each page, list the 3 most important distinguishing characteristics for each class. (i.e. Upper class: they invest their money; buy luxury brands; work is not a necessity) • Use the blank area to trace 2 more people. After you’ve finished cut the 2 strips of people, staple together, and fold into a flip book

36. Monopoly & Social Class – How realistic is it? • In groups, review the directions. We’re not playing by any house rules. • Choose the banker (who will handle monetary/property transactions). • Determine who goes first by rolling the dice. Start with the highest number and continue to your left. • I will tell you when your game ends (we won’t have time to play a complete game). Record everyone’s standing on the worksheet. • Collect and store all the game items. • Complete the worksheet

37. When talking about class, know: Social Mobility: movement between or within social classes (or strata) -Upward/Downward Mobility Intergenerational Mobility: status differences between between generations in the same family (parents vs. children)

38. Stratified Monopoly Questions • How does the stratified version of Monopoly better reflect social class stratification in American society? • What was your gross worth at the beginning & end of the game? What kind of social mobility did you experience? How did your social class change throughout the game? • Was upward social mobility difficult to achieve? Explain why. • Did you experience any kind of inequality because of your social class or wealth? Did you experience any benefits? Explain why or why not. 

39. 5. Was it easy or difficult to amass wealth or resources? How does that compares to amassing wealth in real life? 6. How did owning more wealth and resources (like houses, hotels, utilities, railroads) perpetuate inequality in your Monopoly society? 7. How could conflict theory explain your experience in the game?

40. First Impressions: Write in your journal • Explain what your first impression of this woman is. • Include comments on her perceived social class, financial status, social situation, etc.

41. Caption Vanessa Moreno, 24, holds her two-month-old baby, Makayla, at Prototypes residential treatment program in Pomona, California. Prototypes is part of the Second Chance Women’s Re-entry Court program, one of the first in the U.S. to focus on women. It offers an alternative to prison for women who plead guilty to nonviolent crimes and volunteer for treatment. Of the 297 women who have been through the court since 2007, 100 have graduated, and only 35 have returned to state prison. Up to half of the women released from California’s prisons are re-incarcerated within three years.

42. Homework: Sociology Interview (Social Mobility) Interview your parents/guardians. • Ask them about which social class they belonged to as children. Have them explain why they considered themselves to be a part of that class. • Have they experienced upward or downward mobility since then or stayed in the same class? Have them elaborate. • Explore intergenerational mobility: Are they in a different class then their parents? • Do they expect you to remain in the same class or experience upward mobility? Why? Alternate assignment: Interview a teacher or adult of your choice on their social class and mobility.

43. Social Stratification: Education & Class Waiting for Superman: http://youtu.be/8rmSldhnSDc http://youtu.be/mv872t6xvxw http://youtu.be/Bsn7LlxNAmI Nursery University: http://youtu.be/azjaL-OCoNo Getting in…Kindergarten: http://youtu.be/WsuIbYLpuZI

44. Thinking about education & stratification 1. Waiting for Superman implies that schools have a huge influence on students’ life outcomes and their potential for success. Do you agree? How influential will your “school experience” be in determining your life outcomes? 2. What is your opinion of the education lottery? How does this system demonstrate inequality & stratification in our society? --Can you think of a better solution? 3. Kindergarten Clip: Compare the parents from both sets of clips. How are they similar despite their social classes? What’s the advantage of being upper class when navigating the education system in America?

45. Ascribed and Achieved Status Review • On a separate sheet of paper answer the questions on ascribed and achieved status in complete sentences. • If necessary, review information from pgs. 66 and 206-208

46. Master Status: the status that plays the greatest role in shaping a person’s life and determining one’s social identity. What is your master status? After determining that, describe 6 other important statuses. English is my 1st language, but I also speak other languages to varying degrees Teacher Multilingual Latino American adult Unmarried

47. Different Faces of Poverty This Is Camden Calling - Why Poverty? http://youtu.be/_EyrJrHIlP4 In Your Hands - Why Poverty? http://youtu.be/W6Qof8LIHdc • Write down some stereotypes you have of people in poverty/poor people. • For each video, explain how the individuals in the clips challenge your ideas or stereotypes regarding people in poverty (“poor people”).

48. A Girl’s Life http://youtu.be/KExLL8ENtxs • How is this girl’s life similar to the lives of American teenagers despite being in poverty? • How is this portrayal of poverty similar or different from our ideas of poverty in the US? Love & Rubbish: http://youtu.be/lDzhufj9GN0 3. How does poverty impact people’s dreams (their ability to make & pursue goals, aspire to bigger and better things, etc). Is there any difference between the dreams of these people in poverty and those from the middle or upper class?

49. We can’t talk about class and stratificationwithout talking about poverty Poverty is seen as a standard of living that is below the minimum level considered adequate by society So poverty is relative: what’s considered poverty in one society may not be seen as such in another society Poverty Level: minimum income needed by a family to survive For a family of four in 2012, the Poverty Level is $23,050 (48 states) ; $28,820 (Alaska), $26,510 (Hawaii) according to the federal government.

50. Complete the “Indicators of Poverty” worksheet • For “life chances” worksheet, cut the chart into separate pieces (reasons & explanations). Then, match the correct “reason” to the corresponding “explanation.” Glue onto a separate sheet of paper • On the back of the “Indicators” worksheet, explain the connection between age, sex, and race & ethnicity and poverty. • Then explain the effect of poverty on life chances & behavior. Refer to pages 221-225